This is the third of three posts on “innovative skill-based complex formative assessments.” The first post, two months ago, was about student projects, and how I’d changed them over the last year, learning from the students and from our work in the course. You could call this “interactive transformative learning.” The second post, from early June, was on the move from savoirs to savoir-faire to savoir-vivre, and student e-portfolios. This third one is in a drafty form; I’m posting it anyway. (I’m currently on annual leave and this post was delayed due to my being ill recently.)
